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Connecticut: 11th-Grade Standards

(Note: By the completion of twelfth grade, Connecticut students are expected to master the following standards.)

Content Suggestion:

American History — This required course should emphasize 20th/21st century events with review of earlier events where necessary to provide appropriate background and context.

World History/International Studies—Whether using a chronological or thematic approach, this required course should include a significant amount of 20th/21st century material with review of earlier events where necessary to provide appropriate background and context.

Civics — The half-year required course should go beyond the organization and structure of government to emphasize applications to local, state and national issues.

Electives — Most districts offer economics, geography, psychology, and other social science courses.

1.1 – Significant events and themes in United States history.

Grade Level Expectations
Students will be able to:

1. Apply chronological thinking to examine relationships among events and explain causes and effects of events.

2. Investigate the causes and effects of migration within the United States (e.g. westward movement, African American Diaspora, urbanization, suburbanization).

12. Analyze how the arts, architecture, music and literature of the United States reflect its history and cultural heterogeneity (e.g. New Orleans Jazz, Harlem Renaissance, Frank Lloyd Wright, Maya Angelou, rock ‘n’ roll).

1.2 – Significant events in local and Connecticut history and their connections to United States history.

Grade Level Expectations
Students will be able to:

14. Analyze how events and people in Connecticut reflect and have contributed to developments in United States history (e.g. Samuel Colt, John Brown, Ella Grasso’s election, Senator Lieberman switching political parties).

15. Describe how major events in U.S. history affected Connecticut citizens (e.g. Great Depression, World War II, Civil Rights).

25. Analyze the impact of technological and scientific change on world civilizations (e.g. printing press, gun powder, vaccine, and computers).

26. Analyze nationalism’s impact on world events (e.g. Balkans and World War I, Latin American 19th century authoritarianism, revolution and dictatorship in the Middle East, westernization in Russia, China, and Southeast Asia).

1.9 – The rights and responsibilities of citizens.

Grade Level Expectations
Students will be able to:

46. Investigate how individuals or groups have worked to expand or limit citizens’ rights in the United States and other nations (e.g. human rights groups, Gandhi, Nelson Mandela, Mary McLeod Bethune, Martin Luther King, George McCarthy, Nazi Holocaust, Che Guevara).

47. Analyze the tension between the need for national security and protection of individual rights (e.g. World War I Sedition Act, Patriot Act).

48. Analyze historical and contemporary examples of the efforts to ensure human rights at the national and international levels (e.g. Amnesty International, Geneva Conventions, U.N. Declaration of Human Rights).

Correlations

2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective oral presentation.

Grade Level Expectations
Students will be able to:

21. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on social studies topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively

22. Prepare formal oral arguments using relevant evidence from primary and secondary sources to defend a point of view.

23. Ask relevant questions related to social studies/history to initiate, extend or debate a point of view.

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